Lesson 4: Life Before the Civil War

In the decade-and-a-half prior to the Civil War, the United States saw dramatic changes in industrialization in the North, and a rapid increase in transportation (rail and steamship) all over the country. It was also a time when the country was absorbing new territorial acquisitions, and lifestyle differences and attitudes between North and South were becoming more pronounced.

Students interested in extending the comparison between North and South can compare the Northern community of Franklin, Pa., and the Southern community of Augusta, Va., by exploring the documents in the Valley of the Shadow. Both communities were in the greater Shenandoah Valley, yet had pronounced differences as well as some similarities.

Guiding Questions

What were some of the important technological innovations and social trends before the start of the Civil War?

Learning Objectives

Demonstrate knowledge of life before the Civil War, with an emphasis on differences between the North and South.

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Lesson Plan Author:

MMS

11/13/09

Lesson Plan Details

Preparation

The Civil War erupted after a long history of compromises and sectional debates over representation, federalism, tariffs and territories. Though many of the political differences are beyond the scope of the intermediate curriculum, students can use their analysis of archival documents to begin to appreciate the differences between the North and South and the changes afoot in the United States that contributed to the developing conflict.

Before you begin to teach this lesson, review the suggested activities and familiarize yourself with the websites involved. Select, download and duplicate, as necessary, any documents you want the class to use.

Lesson Activites

Activity 1. Life Before the Civil War

In the decade-and-a-half prior to the Civil War, the United States saw dramatic changes in industrialization in the North, and a rapid increase in transportation (rail and steamship) all over the country. It was also a time when the country was absorbing new territorial acquisitions, and lifestyle differences and attitudes between North and South were becoming more pronounced.

Students interested in extending the comparison between North and South can compare the Northern community of Franklin, Pa., and the Southern community of Augusta, Va., by exploring the documents in the Valley of the Shadow. Both communities were in the greater Shenandoah Valley, yet had pronounced differences as well as some similarities.

Entrepreneurship: New businesses are developing and many items formerly made at home are now imported from other states and sold in stores.

"New Enterprise," Augusta County, VA, September 16, 1859, p. 2, c. 1
"Messrs. Sicher have opened a new store exclusively for ladies in Staunton. This will allow women, who may now, without being exposed to prying masculine eyes, purchase numberless little unmentionable 'fixins,' which they are shy of calling for at a counter beset with the horrid men." This story reflects female purchasing power if not female liberation.

"Ladies' Oyster Saloon," Franklin County, PA, November 30, 1859, p. 5, c. 2
"Mrs. Susan Seibert has opened up an Oyster Saloon for ladies, directly opposite the courthouse." This story reflects female purchasing power if not female liberation.

"Gone Again," Franklin County, PA, May 9, 1860, p. 5, c. 2
Advertisement: "J. L. Deehert, the Hat man, has gone to New York to lay in a stock of Straw Hats, &c., for Summer wear. Look out for a splendid assortment, in a few days." New York is regarded as the source of goods unobtainable locally.

New Technologies Arrive

"Lighting Up the Town," Augusta County, VA, July 22, 1859, p. 2, c. 2
Gas is being introduced to light the city streets.

"First of the Season," Augusta County, VA, May 11, 1860, p. 2, c. 6
The proprietor of the American Hotel was able to get fresh strawberries for his guests. This delicacy will become more common at Staunton hotels now that they can be transported from Richmond in only eight hours. The continuing proliferation of trains is revolutionizing commerce and travel. Richmond is regarded as the source of goods unobtainable locally.

"Franklin Railroad," Franklin County, Pa., November 30, 1859, p. 5, c. 1
Train lines are being built in the Northern countryside.

Students interested in learning more about how people made a living in 1860 can analyze the following images (all are available through the EDSITEment resource American Memory). If desired, search by title to locate a lower resolution image for each.

Occupational portrait of a blacksmith, three-quarter length, facing front, holding a horseshoe with pliers in one hand, and a hammer in the other.

Pheasant shooting
(Note: The creator of this image was David Strother, also known as Porte-Crayon, an illustrator for Harper's Weekly. During the 1850s, he traveled throughout the Shenandoah Valley, and described his journey in Virginia illustrated: containing a visit to the Virginian Canaan, and the adventures of Porte Crayon and his cousins. Strother's drawings are very much in the "local color" vein -- stock characters associated with a locale -- but they are still interesting representations.

Music: Song sheets were the CDs of the day. Middle class families aspired to have a piano in the parlor. For entertainment, evenings would be spent around the piano, singing the latest hits. What songs do your students listen to? What subjects do they cover? Can students identify contemporary songs with themes similar the following?

(Note: Unless otherwise indicated, the following song sheets are available through the EDSITEment resource American Memory in the collection America Singing: Nineteenth Century Song Sheets. To find individual song sheets, use the search or browse functions to locate them by title. In many cases, the cover of the song sheet will be sufficient for communicating its theme.)

To culminate this lesson, ask students to demonstrate their knowledge of important technological innovations and social trends before the Civil War, and how they affected daily life in both the North and South. Students with sufficient access to technology can search for additional documents in the EDSITEment approved resources listed below. Here are some examples of activities that students may wish to undertake to express what they have learned through this unit (specific project ideas should always be pre-approved by the teacher):

Set up a timeline display of the meaningful documents studied in the lesson, with appropriate captions.

Create a piece of historical fiction set in the 1850s. For example, students could write letters or journal entries in the voice of someone living during the period before the Civil War, describing their reactions to changes brought on by technological progress and new customs, books (such as Uncle Tom's Cabin), and songs.

Write and perform skits based on the effects progress had on people's lives.